Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
Mathematics
Standard 3.
Uses basic and advanced procedures while performing the processes of computation
Develops fluency in multiplying whole numbers (M)
Multiplies two two-digit numbers (P)
Multiplies whole numbers by single-digit numbers (C3)
Uses algorithms to solve multiplication problems (C5)
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- Pasted from Mid-Continent Research for Education and Learning website.
II. The Learning Environment
The learning enviroment appeared to be a typical elementary school classroom. Physically, the room was on the smaller side and it appeared to have a lot crammed into it but in an organized fashion. There is several work benches arranged towards the back of the classroom as well as counters, display tables, book cases, etc. Towards the front of the room you can see an open space that includes a rug for the students to sit on right in front of the whiteboard where the teacher presents from. The classroom also consists of things like posters and displays on the walls of the different topics that mite be discussed throughout the year. I also noticed a couple of fish tanks, which i noticed is not uncommon to find some sort of "class pet" in elementary classrooms. It wasn't clear whether the class worked through snack time or not, or if they even had a snack time. Also, the class rules weren't mentioned simply because the class was very well behaved.
III. The Learning Activities
On this particular day, the class started off with an open lecture in which the students sat on the rug in front of the teacher while she presented problems on the whiteboard. It was a question-answer based lecture where the teacher presented a problem on the board and asked the class how they would go about finding the answer. After this sort of introduction to the days lesson, the class returned to there seats where they would break off into groups of two at the square tables. The groups performed problem solving activities and had a teacher aid available for assistance. The first activity was hands on, as the kids used coins to solve different problems. Next the kids had to solve different mathematic problems on poster paper, using rulers and skills they learned earlier in the class. Once the posters were completed, the groups would go to the front of the class and present them to the rest of the class. They would explain the problems to the class and then explain how they got answers for each. After these presentations, the class gathered on the rug again and listened to the teachers closing comments. She wrapped up the days lesson and performance of the class, and assigned homework that would be a reflection of what the students covered on that particular day of class.
IV. Assessment Strategies/Items
The teacher first starts the class by having each student sit down on the carpet in front of her. She then puts up a flashcard on the whiteboard and asks the students if they knew the answer to the multipication question. This shows that she is trying to assess what students understood with multiplication. She then got feedback from the students about what the answer was and how they figured out the answer. She made the students give an answer back in detail so the rest of the students would understand how they answered. Next, the teacher had the students get into pairs at their desks. She then gave out a multiplication worksheet out to her students. As the students were working on the worksheet the teacher walked around answering any questions the students might have had. Each student had a different question they had to answer because next, the teacher had them present there information they obtained in front of the class. As the students were up front talking about the information they came up with, the teacher asked questions on how they figured out the question and had them make a rule so the class would understand the problem. The last assessment that was given out from the teacher was at the end of the class. It was an algebra worksheet she gave out to her students for homework to make sure they understood the lesson and would not forget the information in the future.
V. Reflections
I think the math lesson that this fourth grade class did was productive. The teacher did a good job introducing the lesson to the students before they all got together to work on it themselves. The projects they did were a good way to show that the students understood what they were just taught. Having the students present in front of each other was also good because it showed the different strategies used to solves the problems. In the end, the class learned from each other as well as what the teacher had taught them.
In my mind I believe the lesson the teacher constructed for her fourth grade class was successful. By her having her students sit down and ask questions, it showed that each student was involved and wanting to learn. She also did a wonderful job having her students come up with reasons why they got the answers to the questions. The group work was also successful. I believe this because she had her students work together in pairs and really think about the answers they got to the questions. This was a successful lesson for her fourth graders in my mind.
Title: Grade 4 Mathematics -- Mystery Functions
Authors:
1. Nick Greenwood2. Tim Allen
Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
Multiplies and divides whole numbers
Multiplies whole numbers
S(ME,148;2E,290;CE,185,189;PE,17;S1E,60;T1E)
Multiplies two two-digit numbers (P)
Multiplies whole numbers by single-digit numbers (C3)
Uses algorithms to solve multiplication problems (C5)
- Pasted from Mid-Continent Research for Education and Learning website.
II. The Learning Environment
The learning enviroment appeared to be a typical elementary school classroom. Physically, the room was on the smaller side and it appeared to have a lot crammed into it but in an organized fashion. There is several work benches arranged towards the back of the classroom as well as counters, display tables, book cases, etc. Towards the front of the room you can see an open space that includes a rug for the students to sit on right in front of the whiteboard where the teacher presents from. The classroom also consists of things like posters and displays on the walls of the different topics that mite be discussed throughout the year. I also noticed a couple of fish tanks, which i noticed is not uncommon to find some sort of "class pet" in elementary classrooms. It wasn't clear whether the class worked through snack time or not, or if they even had a snack time. Also, the class rules weren't mentioned simply because the class was very well behaved.III. The Learning Activities
On this particular day, the class started off with an open lecture in which the students sat on the rug in front of the teacher while she presented problems on the whiteboard. It was a question-answer based lecture where the teacher presented a problem on the board and asked the class how they would go about finding the answer. After this sort of introduction to the days lesson, the class returned to there seats where they would break off into groups of two at the square tables. The groups performed problem solving activities and had a teacher aid available for assistance. The first activity was hands on, as the kids used coins to solve different problems. Next the kids had to solve different mathematic problems on poster paper, using rulers and skills they learned earlier in the class. Once the posters were completed, the groups would go to the front of the class and present them to the rest of the class. They would explain the problems to the class and then explain how they got answers for each. After these presentations, the class gathered on the rug again and listened to the teachers closing comments. She wrapped up the days lesson and performance of the class, and assigned homework that would be a reflection of what the students covered on that particular day of class.
IV. Assessment Strategies/Items
The teacher first starts the class by having each student sit down on the carpet in front of her. She then puts up a flashcard on the whiteboard and asks the students if they knew the answer to the multipication question. This shows that she is trying to assess what students understood with multiplication. She then got feedback from the students about what the answer was and how they figured out the answer. She made the students give an answer back in detail so the rest of the students would understand how they answered. Next, the teacher had the students get into pairs at their desks. She then gave out a multiplication worksheet out to her students. As the students were working on the worksheet the teacher walked around answering any questions the students might have had. Each student had a different question they had to answer because next, the teacher had them present there information they obtained in front of the class. As the students were up front talking about the information they came up with, the teacher asked questions on how they figured out the question and had them make a rule so the class would understand the problem. The last assessment that was given out from the teacher was at the end of the class. It was an algebra worksheet she gave out to her students for homework to make sure they understood the lesson and would not forget the information in the future.V. Reflections
I think the math lesson that this fourth grade class did was productive. The teacher did a good job introducing the lesson to the students before they all got together to work on it themselves. The projects they did were a good way to show that the students understood what they were just taught. Having the students present in front of each other was also good because it showed the different strategies used to solves the problems. In the end, the class learned from each other as well as what the teacher had taught them.-
In my mind I believe the lesson the teacher constructed for her fourth grade class was successful. By her having her students sit down and ask questions, it showed that each student was involved and wanting to learn. She also did a wonderful job having her students come up with reasons why they got the answers to the questions. The group work was also successful. I believe this because she had her students work together in pairs and really think about the answers they got to the questions. This was a successful lesson for her fourth graders in my mind.
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SBLD EVAL NICK TIM